./?5 



Ho^ 



iucation Department Bulletin 

Published fortnightly by the University of the State of New York 

Entered as Becond-class matter June 24, igo8, at the Post Office at Albany, N. Y., 
under the act of July 16, 1894 



No. 444 



ALBANY, N. Y. 



April i, 1909 



COURSE OF STUDY AND SYLLABUS 



FOR THE 

COLLEGE GRADUATE PROFESSIONAL 
CERTIFICATE AND FOR THE RE- 
NEWAL OF THE COLLEGE 
GRADUATE CERTIFI- 
CATE LIMITED 



PAGE 

Introduction 4 

Course of study 5 

Syllabus 6 

Psychology 6 



rAGB 

History of education 15 

Principles of education 22 

Method in teaching 25 

Daily program 28 



ALBANY 

UNIVERSITY OF THE STATE OF NEW YORK 
1909 

K44r-Mr4.6oo-Ed.6 (7-3249) 



STATE OF NEVy YORK 
EDdCATION DEPASTMENT 

Regents of the University 
With years when terms expire 

1 913 Whitelaw Reid M.A. LL.D. D.C.L. Chancellor New York 

191 7 St Clair McKelway M.A. LL.D. Vice Chancellor Brooklyn 

1919 Daniel Beach Ph.D. LL.D. Watkins 

1914 Pliny T. Sexton LL.B. LL.D. Palmyra 

191 2 T. Guilford Smith M.A. C.E. LL.D. - - - Buffalo 

19 18 William Nottingham M.A. Ph.D. LL.D. - - Syracuse 

1910 Charles A. Gardiner Ph.D. L.H.D, LL.D. D.C.L. New York 

191 5 Albert Vander Veer M.D. M.A. Ph.D. LL.D. Albany 

191 1 Edward Lauterbach M.A. LL.D. New York 

1920 Eugene A. Philbin LL.B. LL.D. New York 

1916 Lucian L. Shedden LL.B. LL.D. Plattsburg 

1921 Francis M. Carpenter Mount Kisco 

Commisaiener of Education 

Andrew S. Draper LL.B. LL.D. 

Assistant Commissioners 

Augustus S. Downing M.A. Pd.D. LL.D. First Assistant 
Frank Rollins B. A. Ph.D. Second Assistant 
Thomas E. Finegan M.A. Third Assistant 

Director of State Library 

James L Wyer, Jr, M.L.S. 

Director of Science and State Museum 

John M. Clarke Ph.D. LL.D. 

Chiefs of Divisions 

Administration, Harlan H. Horner B.A. 

Attendance, James D. Sullivan 

Educational Extension, William R. Eastman M.A. M.L.S. 

Examinations, Charles F. Wheelock B.S. LL.D. 

Inspections, Frank H. Wood M.A. 

Law, Frank B. Gilbert B.A. 

School Libraries, Charles E. Fitch L.H.D. 

Statistics, Hiram C. Case 

Trades Schools, Arthur D. Dean B.S. 

Visual Instruction, Alfred W. Abrams Ph.B. 



Education Department Bulletin 

Published fortnightly by the University of the State of New York 

Entered as second-class matter June 24, 1908, at the Post Office at Albany, N. Y., 
under the act of July 16, 1804 

No. 444 ALBANY, N. Y. April i, 1909 



Course of Study and Syllabus 

FOR THE 



COLLEGE GRADUATE PROFESSIONAL CERTIFICATE 



AND FOR 



RENEWAL OF THE COLLEGE GRADUATE CERTIFICATE 

LIMITED 



PREPARED FOR THE EDUCATION DEPARTMENT 



Under the advice and cooperation of the following committee appointed at 
a conference of the colleges and universities of the State 



Chairman: Dean Thomas M. Balliet Ph.D. New York University 

Dean James E. Russell Ph.D. Prof. Charles De Garmo Ph.D. 

Columbia University Cornell University 

Prof. J. R. Street Ph.D. Prof. W. H. Squires 

Syracuse University Hamilton College 

Howard J. Rogers LL.D. Augustus S. Downing M.A. 

First Assistant Commissioner of Third Assistant Commissioner of 

Education Education 



September i, 1905 



COURSE OK STUDY AND SYLLABUS 

FOR THE 

COLLEGE GRADUATE PROFESSIONAL CERTIFICATE 

IXTRODUCTIOX 

The course of study herein set forth is prescribed under au- 
thority of special statute for teachers training departments in 
colleges and universities, and the successful completion of the 
course entitles a student to the college graduate professional cer- 
tificate. The course is based upon the condition that the student 
shall be in good and regular standing for the B. A., B. S. or Ph. B. 
degree. 

The syllabus is made to assist students in meeting the require- 
ments for two grades of certificates : 

1 College graduate professional certificate. 

This certificate can be obtained only on successful completion 
of the approved course of study in a college or university. It is 
valid for three years in any school in the State, so far as State 
laws are involved, and is renewable for life if the applicant can 
furnish evidence, satisfactory to the Commissioner of Education, 
of success in teaching. 

2 Renewal of the college graduate certificate, limited. 
Under the regulations established by this Department Dec. i, 

1904, it is provided that '-a certificate, valid for two years, will be 
granted to a graduate of any approved college. If during this 
term the holder shall pass an examination on the theory and 
practice of teaching, based on the syllabus prepared on the four 
general topics given on page 403, the certificate will be renewed 
for one year. At the end of three years' successful experi- 
ence in teaching a college graduate certificate will be issued, valid 
for life." 

The course of reading in the principles of teaching recom- 
mended as a preparation for the above mentioned examination is 
included in the syllabus under the heading ''Books for study." 

Conditions to be met and requirements to be accepted by col- 
leges and universities as a prerequisite to the approval of the 
teachers training course. 

1 Certification by the board of trustees to the Commissioner 
of Education of the establishment of a regular chair of pedagogy. 

2 Formal adoption by the board of trustees of the professional 
course of study approved by the State Commissioner of Educa- 
tion, and formal acceptance of the conditions and requirements. 

TMP92-008296 



COLLEGE GRADUATE PROFESSIONAL CERTIFICATE 5 

A copy of this action, duly attested, must be filed with the Com- 
missioner of Education. It is understood that the course pre- 
scribed is a minimum course and may be extended by the board 
of trustees. 

3 Filing with the Commissioner of Education at the beginning 
of each year a list of the students registered for this course, and 
at the close of the year a report of the year's work, with recom- 
mendation of students entitled to the professional certificate. 

4 Inspection by the Commissioner of Education, which inspec- 
tion shall include such examinations, preliminary, final, or in 
course, as may be prescribed to test the character of instruction 
and capacity of the student. 

5 Pursuance of the approved course of study during the last 
two years of the college course. 

COURSE OF STUDY 

The minimum course of study approved by the State Com- 
missioner of Education for the training of teachers in colleges 
and universities must include the following subjects, and to 
satisfy the requirements of the statute the course must extend 
over a period of at least 38 weeks. 

Psychology — general and educational 90 hours 

History of education and 

Principles of education 90 hours 

Method in teaching 60 hours 

Observation 20 hours 

For the elaboration of these courses, the special subjects to be 
treated under each, the books for study and books of reference 
recommended, attention is directed to the following syllabus. 

To any candidate who meets the prescribed conditions will be 
issued a certificate upon receipt of a statement from the proper 
college authority certifying that he is entitled to the degree of 
B.A., Ph.B. or B.S., that he is of good moral character, and is 
worthy to be employed in the public schools of the State. 

The certificate is termed the college graduate professional 
certificate and is valid for a period of three years. If the work 
proves satisfactory during this period the certificate will be m:i(le 
permanent. 



O NKW YORK STATE EDUCATION DEPARTMENT 

SYLLABUS 

ON 

a Psychology: general and educational 
b History of education 
c Principles of education 
d Method in teaching 

TO ACCOMPANY A COURSE OF READING FOR RENEWAL OF THE COLLEGE 

GRADUATE CERTIFICATE LIMITED, AND TO FORM A BASIS 

FOR THE TRAINING OF TEACHERS IN COLLEGES 

AND UNIVERSITIES 

A 

PSYCHOLOGY: GENERAL AND EDUCATIONAL 

In preparing this outline on psychology announcement is 
clearly given that it is made from the standpoint of the college 
graduate who is to pursue a course of general reading and study 
in the subject, and not from the standpoint of the college class- 
room. It could not be constructed on the latter basis unless a sep- 
arate syllabus were issued for each university course. The ref- 
erences are therefore general and based upon a broad considera- 
tion of the subject, and the terminology is not dependent upon 
any special system or textbook. The syllabus has been con- 
structed upon the advice of many eminent psychologists and can 
easily be made the basis of classroom instruction, subject to 
such modifications in the order, and in the extent, as the individ- 
ual teacher may desire. 

In pursuing a course in reading the student should not con- 
cern himself with the abstract facts and still less with the un- 
solved problems of the subject, but should strive to gain an in- 
telligent grasp of the mind and appreciate its relation to edu- 
cation in order that efficient ways and means may be discovered 
for facilitating mental growth. For this purpose it is believed 
that intensive rather than extensive study will serve best, and 
therefore the candidate will be required to show on examination 
that he has mastered the following works: 

Books for study 

Titchener. Outlines of Psychology. (Macmillan) 

James. Principles of Psycliclogy, v. i and 2, ch. 2, 4, (). 11, 

12, 14, 16, 17, 18, 22-26. (Holt) 
Welton. The Logical Basis of Education. (Macmillan) 
Kirkpatrick. 11^e I'\inr':"i;ent?1'-- ri Child S'nd\-. ( Alacminan) 



COLLEGE GRADUATE PROFESSIONAL CERTIFICATE 7 

Dexter and Garlick. Psychology in the Schoolroom. (Longmans) 

or 
James. Talks to Teachers. (Holt) 

Connected with the outline of each topic will be found a bib- 
liography, which is suggestive and not required, for those stu- 
dents who may wish to make a more extended study of the sub- 
jects. Foreign and magazine references are in the main omitted. 

Outline 

1 Physical basis of mind 

Mind and matter, their heterogeneity, their interaction ; the 
nervous system ; sensory and motor arc, reflex and auto- 
matic action; Hughlings Jackson's three level theory; rela- 
tion of mind growth and decay to body growth and decay; 
physical differences between the child and the adult; sig- 
nificant physiological changes that occur as the accompani- 
ment of growth ; nature, laws of growth ; the senses, their 
physiology and defects, and modes of determining their con- 
dition ; localization of cerebral functions ; health and ability ; the 
school and health. 

References 
Martin. Human Body. (Holt) 

McKsndrick r.nd Snodgrass. Physiology of the Senses. (Scribner) 
Bastian. The Brain as an Organ of Mind. (Appleton) 
Donaldson. The Growth of the Brain. (Scribner) 
Hack Tiike. The Influence of Mind upon Body. (L. Churchill) 
Simpson. How the Body Affects the Mind. (Manchester and Salford 

Sanitary Association 1878) 
Ferrier. Functions of the Brain. (Putnam) 
Oppenheim. Mental Growth and Control. (Macmillan) 

2 Original nature or inborn tendencies 

. Instincts and capacities the foundation for education ; useful 
and harmful instincts and capacities ; their development through 
practice and through rewarding their exercise by pleasure; their 
inhibition by repression, by substitution, by disuse; the advan- 
tage of the exercise of any capacity at its inception ; the futility 
of teaching what will come of itself as a delayed instinct; cur- 
iosity, constructiveness, love of achievement, emulation and 
other instincts important in school work; observation, memory, 
quickness, abstract thinking, self-control and other capacities 
important in school work; the instincts and capacities specially 
concerned in secondary education; individual differences in orig- 
inal nature; sex differences in original nature. 

References 
Ribot. Psychology of the Emotions. (Scribner) 
Darwin. Origin of Species. (Appleton) 



8 NEW YORK STATE EDUCATION DEPARTMENT 

Morgan. Habit and Instinct. (Longmans) 
Romanes. Mental Evolution of Animals. (Appleton) 
Hobhouse. Mind in Evolution. (Macmillan) 

3 Sensation 

Its nature, physical basis, classification, relation to the cogni- 
tive process. 

4 Perception 

Nature ; physical basis ; factors involved in perception ; its 
product ; its part in cognition ; type of ideas it gives, perception 
and education. 

References 

Sully. Human Mind. (Appleton) 

James. Principles of Psychology, ch. 15, 19, 20, 21. (Holt) 

5 Attention 

Definition; conditioning elements, physical and psychical ele- 
ments involved, kinds and classification, results ; cause of mental 
diffusion ; how to secure attention, child and adult attention ; ab- 
normal states of attention ; pedagogic implications. 

References 
Ribot. Psychology of Attention. (Open Court) 
Fitch. Lectures on Teaching. (Bardeen) 

Art of Securing Attention. (Bardeen) 

Kiilpe. Outlines of Psychology. (Macmillan) 
Hinsdale. Art of Study. (Amer. Book Co.) 

6 Memory 

Nature and importance, relation to intellectual growth, physi- 
cal basis, elements involved, conditions of recollection ; associa- 
tion of ideas, and its laws, kinds; recognition and retention; child 
versus adult memory ; conditions needful for a good memory ; 
how the memory is weakened or destroyed ; pedagogical appli- 
cations. 

References 

Kay. Memory, What it is and How to Improve it. (Appleton) 

Ribot. Diseases of Memory. (Appleton) 

Colgrove. Memory. (Holt) 

Sully. Human Mind, ch. ix. (Appleton) 

7 Imagination 

Its nature and importance ; its relation to memory ; childhood 
and adult characteristics ; its imitative nature ; kinds of imagina- 
tion; role in play and games; its function in intellectual, scien- 
tific, esthetic and moral growth ; methods of developing the 
imagination ; specific material. 



COLLEGE GRADUATE PROFESSIONAL CERTIFICATE Q 

References 
School Review, Dec. 1898, p. 692-724 

Halleck. Education of the Central Nervous System. (Macmillan) 
Galton. Inquiries into Human Faculty. (Macmillan 1883) 
Huston, C. Howard. The Education of the Imagination 
Bryan. Eye and Ear Mindedness. Int. Cong. Educ. Proc. 1893 
Sully. Human Mind, ch. x. (Appleton) 

8 Conception 

Nature, how formed ; the processes involved ; the concept and 
classification; the concept and thought; growth of conceptual 
power; the concept as the goal of instruction; content and ex- 
tent of concept; language. 

9 Apperception 

Its nature and conditions, relation to association of ideas, to 
mental growth, to illusions, to misinterpretations, its application 
to the arrangement of a course in any subject; to the develop- 
ment of a topic as a whole ; to the individual lesson ; to reviews ; 
the application of its corollary, 'Tut together only what you 
wish to go together in the student's mind" ; to teaching the 
forms in foreign languages ; to the question of definitions and 
rules versus types and concrete illustrations ; to oral versus writ- 
ten spelling; apperception and observation; apperception and 
inference; apperception and inductive methods of teaching. 

References 
Lange. Apperception. (Heath) 
Rooper. Apperception. (Bardeen) 
DuBois. The Point of Contact. (Dodd) 
Pillsbury. Am. Journal Psychology, v. viii, 3I5~93 

10 Judgment and reasoning 

Nature of logic; nature of judgment; abstract nature of 
thought; function and value of logic; judgment and proposition; 
judgment and truth; judgment and experience; terms and their 
classification; proposition and its elements; types of judgment; 
negation. 

Inference 

Its nature; what it implies concerning our experience; method 
and inference; inference and system; deductive and inductive in- 
ference ; analysis and synthesis. 

Deduction 

Kinds and their values ; subsumption and substitution ; syllo- 
gism and its laws and forms, dilemmas and fallacies. 



10 NEW YORK STATE EDUCATION DEPARTMENT 

Induction 

Its nature and presuppositions, method of induction, canons 
of induction, fallacies of induction. 

Testimony, hypothesis, definition, classification and explan- 
ation. 

Relation of logic to educational theory, relation to method ; the 
training of the logical faculties in (a) the primary school, (b) the 
grammar school, (c) the high school. 

References 

Binet. Psychology of Reasoning. (Open Court) 
Harris. The Psychologic Foundations of Education. (Appleton) 
Dewey. Studies in Logical Theory. (Univ. of Chicago Press) 
Ravenshear. Testimony and Authority. Mind, n. s. 7:63 
Sully. Teachers' Handbook of Psychology. (Appleton) 

1 1 Feeling and emotions 

Nature ; relation to knowledge ; theory of the emotions ; classi- 
fication ; attributes of the emotions, factors determining their rise 
or decline ; their function in the teaching process ; method and 
means for their cultivation. 

Reference 

Ribot. Psychology of the Emotions. (Scribner) 

12 Interest 

Its emotional character ; kinds ; means of arousal ; relation to 
attention, to memory, to will; growth and interest; repetition and 
interest; causes in the school which tend to deaden interest; 
means of securing it; permanent interest as an end of instruction; 
personal interests of children; interest as the basis of instruction. 

References 

Ostermann. Interest. (Kellogg) 

Adams. Herbartian Psychology Applied to Education, ch. 10. (Heath) 

Dewey. Interest as Related to Will. Herbart Soc. Year Book. 1895 

13 Habit 

Its nature ; physical basis ; psychological element ; laws of 
habit; practical significance; relation of habit and intellectual 
power, habit and will ; habit and conduct ; habits of observation, 
caution etc.; the important general habits of school life; routine 
and originality; the relation of drill to intellectual progress; the 
relation of habitual responses to character ; the irnjiortancc of 
the initial steps in new subjects, with special reference to the 
habits of inference rather than memory in geometry, of thinking 
of foreign words in their own. unt in their Anglicized sounds, of 
experiment and observation in science courses, and of tlie atti- 
tude of appreciation in courses in literature. 



COr.LF.GE GRADUATE PROFESSIONAL CERTIFICATE II 

References 
Radestock. Habit in Education. (Heath) 

Holmes. Mechanism in Thought and Morals. (Houghton, Mifflin) 
Andrews. Am. Journal Psychology, v. xiv, p. 121-49 

14 Will 

Definition ; its genesis from the involuntary ; motives and will, 
inhibition and will, attention and will, habit and will, impulse 
and will; volition and perseverance; ideomotor life; will and 
emotional control ; development of the will ; types of volitional 
life ; diseases of the will ; education of the will ; will in education. 

References 

Ribot. Diseases of the Will. (Open Court) 

Bain. Emotions and Will. (Appleton) 

Dexter and Garlick. Psychology in the Schoolroom, ch. 21. (Longmans) 

Dewey. Interest as Related to Will. Herbart Soc. Year Book. 1895 

15 Character 

Definition ; character and conduct, character and habit, char- 
acter and feeling, character and intellect, character and will, char- 
acter and ideals; physiology and psychology of character; hered- 
ity and environment and character; temperament and its varie- 
ties and character; mechanism in conduct and morals; diseases of 
personality; influence of school subjects upon morals; the 
"school city" as a means of moral training; interests and morals; 
athletics and morals ; suggestive versus moral dogmatic teaching. 

References 

Ribot. Diseases of Personality. (Open Court) 

Dexter and Garlick. Psychology in the Schoolroom, ch. 22. (Longmans) 

Small. Suggestibility of Children. Ped. Sem. v. 4 

Stewart. Our Temperaments. (Lockwood) 

16 Development of motor ability 

Physical basis of movement; forms of movement as impulsive, 
instinctive, imitative, involuntary, voluntary, reflex, sensory, 
ideomotor; coordination, suggestion and action; knowledge be- 
comes clearer, more emphatic and more permanent when ex- 
pressed in movement ; the value of drawing, painting, modeling, 
constructive work and the like; their limitations; motor expres- 
sion through construction versus expression in spoken or written 
words; forms of expression of thought compared with respect to 
accuracy, clearness, vividness, surety of real as opposed to niem- 
oriter knowledge ; with respect to convenience, economy of time 
and capacity to express abstract ideas; the desirability of util- 



12 NEW YORK STATE EDUCATION DEPARTMENT 

izing in secondary education the constructive interest and the 
superior clearness and vividness of modes of expression other 
than in words; graphic constructions in algebra; paper folding 
in .geometry ; model making in physics ; diagrams, map drawing 
and illustrating in history; the presentation of plays in language 
an'd literature courses, etc. ; the richness of the means of expres- 
sion known to psychology and utilized in life compared with the 
poverty of present methods in secondary education. 

References 

Bryan. Development of Voluntary and Motor Ability. Am. Journal 

Psychology (5: 125-204) 
Halleck. Education of the Central Nervous System. (Macmillan) 
Hancock. Study of Motor Ability. Fed. Sem. 3: 9-29 
Dopp. The Place of Industries in Elementary Education. (Univ. of 

Chicago Press) 
Dewey. School and Society, ch. i and 2. (McClure) 
Burk. Fed. Sem. v. vi, p. 5-64 

17 Curiosity, suggestion and imitation 

Their instinctive nature, significance for character, their 
potency in normal children, their capricious nature ; rise and 
decline of interests ; relation of curiosity to material and methods 
of instruction ; complemental nature of suggestion and imitation ; 
suggestion in the economic, social, intellectual and ethical realm ; 
the universality of suggestibility ; moral and vicious sug- 
gestive agencies ; ^ imitation' as the method of childhood, 
things imitated ; kinds ; imitation and personality ; relation 
to maturity of pupils ; to the type of individual student ; 
illustrations of their efficient use in intellectual education ; in 
moral education; the application of the psychology of imitation 
and suggestion to the development of appreciation of the various 
forms of art; to teaching manners, as the principle of school- dis- 
cipline; the moral value of cooperative study and mutual help- 
fulness. 

References 

Royce. Cent. Mag. May 1894, p. 202-22, 325~3i, 449~63 

Sidis. Psychology of Suggestion. (Appleton) 

Quackenbos. Hypnotism in Mental and Moral Culture. (Harper) 

Steel. Imitation; or. The Mimetic Force in Nature and Human Nature. 

(Simpkin) 
Small. The Suggestibility of Children. Fed. Sem. v. 4 
Frear. Imitation. Fed. Sem. v. 4 
Gross. The Flay of Man. (Appleton) 



COLLEGE GRADUATE PROFESSIONAL CERTIFICATE 1 3 

18 Heredity and environment 

Heredity defined, the laws of heredity, the factors of heredity, 
the gifts of heredity, the limitations of heredity, heredity and 
psychical and moral powers, heredity and race degeneracy. An 
analysis of environmental influences from the psychological point 
of view; the method of action of the environment — by stimula- 
ting to healthy growth, by arousing desirable tendencies, by the 
elimination of unfit tendencies; hygiene, opportunity for self- 
activity and incentives and deterrents as the three chief problems 
of the control of environmental influences ; what may properly 
be expected from the elementary school subje.cts; from the high 
school subjects; from school patriotism; from the 'personal ex- 
ample of the teacher ; from cooperation with libraries ; with 
museums; with philanthropic organizations; with the medical 
profession; with the home; the limitations to environmental in- 
fluence ; the inadequacy of educational equipment. 

References 

Bradford. Heredity and Christian Problems. (Macmillan). 

Dugdale. The Jukes. (Putnam) 

Winship. The Edwards. (R. L. Myers) " 

Riddell. Heredity and Pre-natal Culture. (Child of Light Pub. Co.) 

Galton. Natural Inheritance. (Macmillan) 

Howells. American Text Book of Physiology. (Saunders) 

19 Adolescence 

Period of life, physical changes ; growth and adolescence, 
awkwardness, vitality of the period, pathological possibilities; 
brain changes, psychical peculiarities, passions, mental muta- 
tions; interests, ideals, activities, criminal and ethical tendencies; 
dangers of the period ; pedagogy of adolescence. 

References 
Hall. Adolescence. (Appleton) 

Lancaster. Psychology and Pedagogy of Adolescence. Ped. Sem. v. 5 
Street. Adolescence. Jour, of Pedagogy, v. 15, no. i, 2 
Burnham. Ped. Sem. i : 174-95 

20 Special studies 

Fatigue and its relation to school work and teaching; the 
psychology of instruction, reading, writing etc. ; child study, its 
aims, methods and results, the psychologic basis of a course of 
study ; abnormal children and their education ; comparative 
psychology and its problems. 



14 NEW YORK STATE EDUCATION DEPARTMENT 

References 
Thorndike. Notes on Childstiidy. (Macmillan) 
King. The Psychology of Child Development. (Univ. of Chicago 

Press) 
Sully. Studies of Childhood. (Appleton) 
Wilson. Bibliography of Child Study (will furnish abundant and very 

specific references for special studies). (Stechert) 
Barr. Mental Defectives. (Blakiston) 
Moss. Fatigue. (Putnam) 
Binet et Henri. La fatigue intellectuelle 
Shaw. School Hygiene. (Macmillan) 



COLLEGE GRADUATE PROFESSIONAL CERTIFICATE 1 5 

B 

HISTORY OF EDUCATION 

Introductory note 

The following outline is based upon the unity of the educa- 
tional process with the wider social process. The syllabus recog- 
nizes the relations between educational theory and the wider 
philosophical and social theory. The history of education re- 
veals to the student the continuity of educational tradition. The 
syllabus presents the history of education as a study of problems 
and tendencies rather than of individuals. Throughout the syl- 
labus the outlines and references are intended to be suggestive 
merely; they are not intended to be exhaustive in any direction 
whatever. While certain required textbooks are indicated, it 
is expected that use will be made of the references upon the 
several topics. 

Books for study 
I General : 

Davidson. A History of Education. (Scribner) 

Monroe. A Text-book in the History of Education. (Mac- 

millan) 
Painter. A History of Education. (Appleton) 
Any one of the above may be selected. 

n Special: 

1 Greek life and education 

Davidson. Education of the Greek People. (Appleton) 
Laurie. Pre-Christian Education. (Longmans) 

2 Humanism and science in education 

Woodward. Vittorino da Feltre and other Humanist 

Educators. (Macmillan) 
Laurie. John Amos Comenius. (Bardeen) 

3 Education according to nature 

Davidson. Rousseau and Education according to Na- 
ture. (Scribner) 

4 Development of modern educational theory 

Pinloche. Pestalozzi and the Modern Elementary 

School. (Scribner) 
De Garmo. Herbart and the Herbartians. (Scribner) 



l6 NEW YORK STATE EDUCATION DEPARTMENT 

Bowen. Froebel and Education through Self-activity. 

(Scribner) 
Quick. Educational Reformers. (Appleton) 
Any one book may be selected under each subdivision except under 
(4) where two are required. 

Outline 

1 The evolution of education in primitive society 

Education in relation to civirization. The history of education 
and universal history. The history of education and historical 
perspective. Education through the experiences of life. The 
transmission of experiences in primitive society. Methods of so- 
cial control. Institutions as the embodiment of customs and 
ideals. The basis and beginnings of instruction in the family. 
The domination of institutions in primitive society. 

References 

Laurie. Pre-Christian Education. (Longmans) 

Lubbock. The Origin of Civilization. (Appleton) 

Spencer. Principles of Sociology. (Appleton) 

Starr. Some First Steps in Human Progress. (Chautauqua Assembly) 

Tylor. Primitive Culture. (Holt) 

2 Oriental education 

Education in relation to the national ideal. Conservation of 
the social order and customs. Chinese education as typical. 
Characteristics of the Chinese social system. Education for civil 
service. Organization of the examination system. Political and 
social results. 

References 

Laurie. Pre-Christian Education. (Longmans) 

Legge. "The Chinese Classics,"' in The Sacred Books of the East. 
(Kegan Paul) 

Martin. The Chinese. (Harper) 

Taylor. Ancient Ideals. (Macmillan) 

Williams. The Middle Kingdom. (Scribner) 

3 Greek life and education 

Contrast between eastern and western civilizations in respect 
to educational ideals and methods. The subordination and re- 
pression of the individual versus the liberation and development 
of personality. The Greek principle of life. Greek religion, art 
and the national games. Art and science. Aims in old Greek 
education. Greek education in relation to Greek social organiza- 
tion. Sparta and Athens as types. The organization of the 
Athenian schools. Music and gymnastics. Tendency to individ- 



COLLEGE GRADUATE PROFESSIONAL CERTIFICATE 1 7 

ualism in Greek life and education. The new Greek education. 
The Sophists. Socrates, Plato and Aristotle. Philosophical 
schools and their permanent significance. Significance of the 
Alexandrian period. Education as the essence of Greek life. 
Emergence of the ideal of a liberal education. 



References 

Aristotle. Politics. (Macmillan) 

Bosanquet. Education of the Young in Plato's Republic. (Macmillan) 

Burnet. Aristotle on Education. (Camb. Univ. Press) 

Butcher. Some Aspects of the Greek Genius. (Macmillan) 

Capes. University Life in Ancient Athens, (Harper) 

De Coulange. The Ancient City. (Lee) 

Davidson. Aristotle and the Ancient Educational Ideals. (Scribner) 

Mahaffy. Greek Life and Thought. (Macmillan) 

Old Greek Education. (Llarper) 

Monroe. Source Book. (Macmillan) 

Nettleship. "Theory of Education in Plato's Republic," in Abbott's 

Hellenica. (Longmans) 
Pater. Plato and Platonism. (Macmillan) 
Plato. Republic. (Macmillan) 
Taylor. Ancient Ideals. (Macmillan) 

Wilkins. National Education in Greece. (Isbister 1873) 
Xenophon. Memorabilia. (Macmillan) 

4 Ideals and methods of Roman education 

Comparison of the Roman national ideal with that of Greece. 
Ideals of Roman education as expressed in Roman social organ- 
ization. Roman education and the characteristic Roman virtues. 
Conception of the practical value of education. Periods of 
Roman education. Hellenic influence. Organization of the 
Roman schools. The Roman Hiimanitas. Educational theorists, 
Cicero and Quintilian. 

References 
Cicero. On Oratory 

Clarke. The Education of Children at Rome. (Macmillan) 
Dill. Roman Society in the Last Century of the Western Empire. 

(Macmillan) 
Hobhouse. Ancient Education. (Simpkin 1885) 
Mahaffy. The Greek World Under Roman Sway. (Macmillan) 
Mommsen. History of Rome. (Scribner) 
Monroe. Source Book. (Macmillan) 
Quintilian. Institutes of Oratory. (Macmillan) 
Taylor. Ancient Ideals. (Macmillan) 



1 8 NEW YORK STATE EDUCATION DEPARTMENT 

5 Education in the Middle Ages 

Influence of Christianity on the progress of education. Con- 
trasts between the classic and the medieval ideal of character. 
Abandonment of Greek and Roman principles of life and educa- 
tion. Rise of the Christian schools. The education of the clois- 
ter and the castle : monasticism and chivalry. The liberal arts. 
Mysticism. Life in the Middle Ages. The church as the instru- 
ment of education. 

References 

Azarias. Essays Educational. (McBride) 

Diane. Christian Schools and Scholars. (Burns and Oates 1881) 

Hatch. Influence of Greek Ideas on the Christian Church. (Scribner) 

Laurie. Rise and Early Constitution of the Universities. (Appleton) 

Lecky. History of European Morals. (Appleton) 

Mullinger. Schools of Charles the Great. (Longmans) 

Poole. Illustration of the History of Mediaeval Thought. (Williams 

and Norgate) 
Taylor. Classical Heritage of the Middle Ages. (Macmillan) 
West. Alcuin and the Rise of the Christian Schools. (Scribner) 

6 Scholasticism and the rise of the universities 

Education as an intellectual discipline. Aims and methods of 
scholasticism. Greek philosophy in the service of the church. 
Educational significance and value of scholasticism. Origin and 
growth of the universities. Their social and intellectual organ- 
ization. Their influence in European civilization. 

References 
Compayre. Abelard. (Scribner) 

Drane. Christian Schools and Scholars. (Burns and Oates) 
Draper. History of the Intellectual Development of Europe. (Harper) 
Adams. Civilization in the Middle Ages. (Scribner) 
Laurie. Rise and Early Constitution of the Universities. (Appleton) 
Newman. Historical Sketches. (Longmans) 

Rise and Progress of Universities in his Historical 
Sketches. 1872. i : 1-251, 313-35 
Paulsen. Character and Development of Universities of Germany. 

(Macmillan) 
Rashdall. The Universities of Europe in the Middle Ages. (Oxford) 
Townsend. Great Schoolmen of the Middle Ages. (Hodder and 
Stoughton) 

7 The Renaissance and the rise of humanism in Europe 

The significance of the Renaissance for modern civilization. 
Its direct educational bearings. The humanistic conception of 
education. Da Feltra, Erasmus, Colet, Ascham, Melanchthon, 
Sturm. The relation of humanism to realism. 



COLLEGE GRADUATE PROFESSIONAL CERTIFICATE I9 

References 
Burckhardt. The Renaissance in Italy. (Sonnenschein) 
Emerton. Desiderius Erasmus of Rotterdam. (Putnam) 
Hallam. The Middle Ages. (Scribner) 
Jebb. Humanism in Education. (Macmillan) 
Monroe. Thomas Platter and the Educational Renaissance of the 

Sixteenth Century. (Appleton) 
Pater. The Renaissance. (Macmillan) 
Quick. Educational Reformers. (Appleton) 
Russell. German Higher Schools. (Longmans) 
Seebohm. The Oxford Reformers. (Longmans) 
Symonds. The Renaissance. (Holt) 
Woodward. Vittorino da Feltre. (Macmillan) 
\\'oodward. Erasmus concerning Education. (Macmillan) 

8 The Reformation and the Counter Reformation 

Educational significance of the Reformation. Luther, ]\lelanch- 
thon, Knox. The conception of religious education. Origin and 
constitution of the Jesuit schools. Merits and limitations. Ef- 
fects of the laicization of the schools. Relation of the Reforma- 
tion and Counter Reformation to humanism. 

References 
Beard. Lectures on Reformation i6th Centur3^ (Scribner) 
Cambridge History, v. 2. (Macmillan) 
Emerton. Desiderius Erasmus of Rotterdam. (Putnam) 
Hughes. Loyola and the Jesuit System of Education. (Scribner) 
Jebb. Erasmus. (Cambridge Univ. Press) 
Painter. Luther on Education. (Lutheran Pub.) 
Quick. Educational Reformers. (Appleton) 
Swigerath. History of Education. (Herder) 

9 Rise of realism and science in education 

The humanistic and the realistic tendencies in education. Rise 
of realism and utilitarianism in education as opposed to human- 
ism and culture. \'erbal realism, Rabelais and AHlton. Social 
reaHsm, Montaigne. Bacon and the inductive study of nature. 
Comenius. The educational theories of Comenius. The rise of 
the conception of method in instruction. The place of Comenius 
in the history of education. 

References 
Barnard. English Pedagogy. (In his Papers for the Teacher. 1876. 

V. 5, 11). (Bardeen) 
Education, the School and the Teacher in German Literature. (In 

his Papers for the Teacher. 1876. v. 3). (Bardeen) 
Besant. Rabelais. (Lippincott) 
Browning. History of Educational Theories. (Harper. Kellogg, 

Bardeen) 



20 NEW YORK STATE EDUCATION DEPARTMENT 

Comenius. The Great Didactic. (Macmillan) 
Fischer. Francis Bacon. (Longmans) 
Laurie. John Amos Comenius. (Macmillan) 

Educational Opinion since the Renaissance. (Macmillan) 

Monroe. Comenius and the Beginnings of Educational Reform. 

(Scribner) 
Munroe. The Educational Ideal. (Heath) 
Quick. Educational Reformers. (Appleton) 
Williams. History of Modern Education. (Bardeen) 

10 Education according to nature 

Development of the conception of ''natural" methods. Locke, 
Rousseau and Basedow. Rousseau and '' education according to 
nature." Nature versus culture. Significance of the work of 
Rousseau. 

References 

Browning. Educational Theories. (Harper) 

Compayre. History of Pedagogy. (Heath) 

Laurie. Educational Opinion since the Renaissance. (Macmillan) 

Morley. Rousseau. (Macmillan) 

Munroe. The Educational Ideal. (Heath) 

Quick. Educational Reformers. (Appleton) 

Locke on Education. (Camb. Univ. Press) 

Rousseau. Emile. (Appleton) 

Russell. German Higher Schools. (Longmans) 

11 Development of modern educational theory (the psycholog- 

ical aspect) 

a Pestalozzi. Life and writings. Educational ideas. Relation 
of his work to the modern elementary school. The permanent 
significance of his work. 

h Herbart. Educational theories. Methodology. Permanent 
contributions to educational theory. 

c Froebel. Life and writings. Educational principles. The 
kindergarten. Influence upon subsequent theory and practice. 

References 
Barnard. Pestalozzi and Pestalozzianism. (F. C. Brownell 1861) 

■ Kindergarten and Child-study Papers. (Bardeen) 

De Guimps. Life of Pestalozzi. (Bardeen) 
Felkin. Herbart's Science of Education. (Heath) 
Frobel. Education of Man. (Appleton) ; also Education by Develop- 
ment. (Appleton) 
Herbart. Outlines of Educational Doctrine (Lange). (Macmillan) 
Munroe. The Educational Ideal. (Heath) 
Pestalozzi. Leonard and Gertrude. (Heath) 

• How Gertrude Teaches her Children. (Bardeen) 

Quick. Educational Reformers. (Appleton) 



COLLEGE GRADUATE PROFESSIONAL CERTIFICATE 21 

12 Development of modern educational theory (the sociological 

aspect) 

The effects of the development of scientific conceptions on edu- 
cational aims and values. Comte and Spencer. The knowledge 
of most worth. Realism in the theory of Spencer. Development 
of the contemporary notion of education as social adjustment. 

References 
Caird. Social Philosophy of Comte. (Macmillan) 
Compayre. History of Pedagogy. (Heath) 
Dewey. School and Society. (Univ. of Chicago Press) 
Laurie. Educational Opinion" since the Renaissance. (Macmillan) 
Quick. Educational Reformers. (Appleton) 
Spencer. Education. (Appleton) 

Vincent. The Social Mind and Education. (Macmillan) 
Ward. Dynamic Sociology. (Appleton) 

13 Development of public education in the United States 

The more important educational activities in colonial America. 
Character and influence of the academy in American education. 
The secondary school. Horace Mann and the common school re- 
vival. The normal school system. European influences in 
American education. The educational situation. 

References 
Butler. Education in the United States. (Lyon) 
Brown. The Making of Our Middle Schools. (Longmans) 
Dewey. The Educational Situation. (Univ. of Chicago Press) 
Dexter. A History of Education in the United States. (Macmillan) 
Hinsdale. Horace Mann and the Common School Revival in the 
United States. (Scribner) 

14 Modern tendencies in education 

^ledieval gilds and the liberation of the laborer. Effects of 
the Hidustrial Revolution. The social problem presented by the 
industrial and democratic type of society. Origin and growth 
of industrial education. Hidustrial training in Germany, France 
and England. Education demanded for individual and social 
efficiency in America. 

References 
Addams. Democracy and Social Ethics. (Macmillan) 
Cunningham. Western Civilization in its Economic Aspects. (Mac- 
millan) 
Dewey. School and Society. (Univ. of Chicago Press) 
Ely. Studies in Evolution of Industrial Society. (Macmillan) 
Hcrrick. Commercial Education. (Macmillan) 
Hughes. The Making of Citizens. (Scribner) 
Hadley. The Education of the American Citizen. (Scribner) 
Walker. Discussions in Education. (Holt) 

Ware. Educational Foundations of Trade and Industry. (Appleton) 
Youmans. The Culture Demanded by Modern Life. (Appleton) 



22 NEW Y(3RK STATE EDUCATION DEPARTMENT 

c 

PRINCIPLES OF EDUCATION 

Books for study 

Butler. The Meaning of Education. (Macmillan) 
Dewey. School and Society. (Univ. of Chicago Press) 
Harris. Psychologic Foundations of Education. (Appleton) 
Home. The Philosophy of Education. (Macmillan) 
Shaw. School Hygiene. (Macmillan) 

Outline 

1 The study of education as a science 

Possibility of a science of education. Relation between the 
history and the science of education. Threefold aspect of educa- 
tion as a science: (i) the physiological; (2) the psychological; 
(3) the sociological. 

References 

Dewe3^ Psychology and Social Practice. (Univ. of Chicago Press) 
James. Talks to Teachers. (Holt) 

Miinsterberg. Psychology and Life. (Hoiigliton, ^Mifflin) 
Royce. " Is there a' Science of Education?" Educational Review, v. i 
Sinclair. The Possibility of a Science of Education. (Univ. of 
Chicago Press) 

2 The foundations of education 

Basis of the educational process. Its presuppositions: (i) indi- 
viduality and plasticity, (2) environment. Significance of the 
period of infancy in animals and in man. Education, training, in- 
struction and culture. Typical statements of the educational aim. 
The aim of education as determined by its meaning. The social 
environment. Self-realization and social efficiency. Continuity 
of the educational process. Interrelation and interdependence of 
the various human institutions in the process. The special fiuic- 
tion of the school. 

References 

Bagley. The Educative Process. (Macmillan) 

Bryant. Educational Ends. (Longmans 1887) 

Fiske. Destiny of Man. (Hougliton, ^lifflin") 

Henderson. Social Elements. (Scribncr) 

Laurie. The Institutes of Education. (Macmillan) 

Mackenzie. Introduction to Social Philosophy. (Macmillan) 

Ross. Social Control. (Macmillan) 

3 The course of individual development 

Interrelation of mind and body. Individuality and tempera- 
ment. Growth and development of mind. The unitv of mental 



COLLEGE GRADUATE PROFESSIONAL CERTIFICATE 23 

life. Principles of mental development. Development of the 
child mind. Instincts, imitation, suggestion and play in mental 
development. Memory and habit. Significance of adolescence 
in education. Individual experience as a process. Its more im- 
portant aspects. The function of intelligence. 

References 

Angell. Psycholog)^ (Holt) 

Baldwin. Mental Development. (Macmillan) 

Bosanquet. Psychology of the Moral Self. (Macmillan) 

Clouston. The Neuroses of Development. (Edinburgh 1891, Oliver 

and Boyd) 
Hall. Adolescence. (Appleton) 
James. Talks to Teachers. (Holt) 

Kirkpatrick. Fundamentals of Child Study. (Macmillan) 
Langdon-Downs. Mental Affections of Childhood and Youth 
MacCunn. The Making of Character. (Macmillan) 
Oppenheim. The Development of the Child. (Macmillan) 

Mental Growth and Control. (Macmillan) 

Thorndike. Educational Psychology. (Lemcke) 
Vincent. The Social Mind and Education. (Macmillan) 
Warner. The Study of Children. (Macmillan) 

4 The course of study 

The social function of the school. The meaning of the course 
of study. The tv^o problems : selection and arrangement. The 
tv^o bases for the selection of school studies : the psychologic 
and the sociologic. Educational values. Studies in their rela- 
tion to (a) the capacities of the individual, {h) the nature of his 
social environment, (c) his capacity for usefulness. The curric- 
ulum as an organism. The interrelation and correlation of 
studies. Study and comparison of plans of correlation. 

References 

De Garmo. Interest and Education. (Macmillan) 

Dewey. The Educational Situation. (Univ. of Chicago Press) 

The Child and the Curriculum. (Univ. of Chicago Press) 

Eliot. Educational Reform. (Century) 

Findlay. Principles of Class Teaching. (Macmillan) 

Gordy. A Broader Elementary Education. (Hinds) 

Hanus. Educational Aims and Educational Values. (^Macmillan) 

A Modern School. (Macmillan) 

McMurry. General Method. (Pub. School Publishing Co.) 

N. E. A. Reports, (a) Report of Committee on College Entrance 

Requirements. (Univ. of Chicago Press) 
(&) Report of Committee of Fifteen. (Amer. Book Co.) 
(c) Report of Committee of Ten. (Amer. Book Co.) 
Vincent. The Social Mind and Education. (IMacmillan) 



24 NEW YORK STATE EDUCATION DEPARTMENT 

5 Method in teaching 

Meaning of instruction and its relation to education. The 
psychologic and the logical view of knowledge. The psycho- 
logic basis of method. Its general principles. The function of 
the recitation. The conduct of the recitation. 

References 
Collar and Crook. School Management and IMethods of Instruction. 

(Macmillan) 
Dewey. The Child and the Curriculum. (Univ. of Chicago Press) 
Findlay. Principles of Class Teaching. (Macmillan) 
James. Talks to Teachers. (Holt) 
McMurry. Method of the Recitation. (Macmillan) 
Rein. Outlines of Pedagogics. (Bardeen) 
Thorndike. Educational Psychology. (Lemcke) 
Welton. The Logical Basis of Education. (Macmillan) 

6 Organization and administration of education 

Relation of the state to the school. Functions of the various 
types of schools. Problems of education in a democratic society. 
The technical school and its relations to industry. Administra- 
tion and school supervision. The universities. The professional 
training of teachers. 

References 

Barnett. Teaching and Organization. (Longmans) 

Chancellor. Our Schools; their Administration and Supervision. 

(Pleath) 
Eliot. Educational Reform. (Century) 
Oilman. University Problems. (Century) 

Hadley. The Education of the American Citizen. (Scribner) 
Hanus. Educational Aims; also, A Modern School. (Macmillan) 
Walker. Discussions in Education, (Holt) 
Collar and Crook. School Management and Methods of Instruction. 

(Macmillan) 



COLLEGE GRADUATE PROFESSIONAL CERTIFICATE 



D 

METHOD IN TEACHING 

An examination will be required in at least two groups of sub- 
jects as given below. Each group is composed of related subjects 
taken from the curriculums of the elementary and secondary 
schools, with the exception of the foreign language group. Can- 
didates who elect this group will be examined in only one lan- 
guage and in one other complete group, which the candidate may 
select. 

GROUP I 

English 

Elementary vSecondary 

Reading Composition Rhetoric 

Language Writing Composition 

Grammar Orthography Literature 



Books for study 
Chubb. The Teaching of English. 

(Macmillan) 
Hinsdale. Teaching the Language 

Arts. (Appleton) 
Hall. How to Teach Reading. 

(Heath) 
Arnold. Reading, How to Teach 

it. (Silver, Burdett) 
Farnham. The Sentence Method. 

(Bardeen) 



Books for study 

Carpenter, Baker and Scott. The 
Teaching of English. (Long- 
mans) 

Laurie. Language and Linguistic 
Method. (Macmillan) 

Bates. Talks on the Study of Lit- 
erature. (Houghton, Mifflin) 

Corson. The Aims of Literary 
Study. (Macmillan) 



References 

Parker. Talks on Teaching. (Kel- 
logg) 

Ruskin. Sesame and Lilies. (Holt) 

Harrison, Frederic. The Choice of 
Books. (Macmillan) 

Scudder. Literature in School. 
(Holt) 

Reeder. The Historical Develop- 
ment of School Readers and 
Method in Reading. (Macmillan) 



References 

Bowen, H. C. English Literature 
Teaching in the Schools. (L. 
Percival) 

Lowell. Books and Libraries. 
(Holt) 

Morley. Studies in Literature. 
(Macmillan) 

Winchester. Principles of Liter- 
ary Criticism. (Macmillan) 



2b 



NEW YORK STATE EDUCATION DEPARTMENT 



GROUP 2 

History 



Elementary 

Books for study 

McMurry. Special Method in His- 
tory. (Macmillan) 

Report of the Committee of Seven. 
(Heath) 

Report of the Committee of Ten. 
(Amer. Book Co.) 

Report of a Committee of the Na- 
tional Historical Association on 
the Teaching of History in Ele- 
mentary schools 

References 

Introdiiction to Channing and 
Hart's Guide to American His- 
tory. (Ginn) 

Dewey. Elementary Education; 
Chapters on History. (Univ. of 
Chicago Press) 

Reports of the Association of His- 
tory Teachers of the Middle 
States and Maryland 

Reports of the New England His- 
tory Teachers' Association 



Secondary 

Books for study 

Bourne. The Teaching of History 
and Civics. (Longmans) 

Langlois and Seignobos. Intro- 
duction to the Study of History 

Lamprecht. What is History? 
(Macmillan) 

Report of the Committee of Seven. 
(Heath) 



References 

Harrison, Frederic. The Meaning 
of History. (Macmillan) 

Barnes, Mary Sheldon. Studies in 
Historical IMethod. (Heath) 

Mace. Method in History. (Ginn) 

Hinsdale. How to Study and 
Teach History. (Appleton) 

Salmon. History: Suggestions as 
to Study and Teaching. (Mac- 
millan) 



group 3 
Mathematics 



Elementary 
Books for study 
Smith. The Teaching of Ele- 
mentary Mathematics. (Mac- 
millan) 
McLellan and Dewey. The Psy- 
chology of Number. (Appleton) 



Fitch. Lectures 
(Bardeen) 



on Teaching. 



References 

Conant. The Number Concept. 
(Macmillan) 

Parker. Talks on Teaching. (Kel- 
logg) 

Report of Committee of Fifteen. 
(Amer. Book Co.) 

Smith and McMurry. Mathe- 
matics in the Elementary School. 
Teachers College Record, March 
1903 



Secondary 
Books for study 

Fink. History of Mathematics. 
(Open Court) 

Young. The Teaching of Mathe- 
matics in Prussia. (Longmans) 

DeMorgan. On the Study and 
Difficulties of Mathematics. 
(Open Court) 

Young. The Teaching of Mathe- 
matics in the Elementary and 
Secondary Schools. (Longmans) 
References 

Row. Geometric Paper Folding. 
(Open Court) 

Castle. Manual of Practical Mathe- 
•matics. (Macmillan) 

Gow. A Short History of Greek 
Mathematics. (Macmillan) 

Ball. Mathematical Recreations. 
(Macmillan) 

Report of Committee of Ten. 
(Amer. Book Co.) 



COLLEGE GRADUATE PROFESSIONAL CERTIFICATE 



27 



GROUP 4 



Elementary 
Nature study 
Geography 



Science 



Secondary 
Physiography 
Biology and physiology 
Physics and chemistry 



Books for study 

Redwa3^ The New Basis of Geog- 
raphy. (Macmillaii) 

Geikie. The Teaching of Geog- 
raph3^ (Macmillan) 

Bailey. The Nature Study Idea. 
(Doubleday) 

The Outlook to Nature 

Hodge. Nature Study and Life. 
(Ginn) 



Books for study 

Lloyd and Bigelow. The Teach- 
ing of Biology. (Longmans) 

Smith and Hall. The Teaching of 
Chemistry and Physics. (Long- 
mans) 



References 

Scott. Nature Study and the 

Child. (Heath) 
Faraday. The Chemistry of the 

Candle. (Harper) 



Refi^^'^f^ces 

Report of Committee of Ten. 
(Amer. Book Co.) 

N. E. A. , Report on College En- 
trance Requirements 

Proceedings of N. Y. State Science 
Teachers Association for 1901. 
(University of the State of New 
York) 

Cajori. Histor}^ of Physics. (Mac- 
millan) 

Ladcnburg or Meyer, History of 
Chemistry. (Macmillan) 



GROUP 5 

Foreign languages 

Latin and Greek 

Books for study 

Bennett and Bristol. The Teaching of Latin and Greek. (Longmans) 
Lodge. Helps for the Teaching of Caesar. Teachers College Record, 
IVIay-September 1902 

References 

Hale. Aims and Methods in Classical Study. (Ginn) 

The Art of Reading Latin. (Ginn) 

Tolman. The Art of Translating. (Sanborn) 



28 NEW YORK STATE EDUCATION DEPARTMENT 

French and German 

Books for study 

WJdgery, W. H. The Teaching of Languages in Schools. Ed. 2. Lon- 
don 1903. (Nutt) 

Bagster-Collins. The Teaching of German in Secondary Schools. 
(Macmillan) 

Report of Committee on Modern Languages. (Modern Language Asso- 
ciation, Baltimore) 

References 

Breul, Karl. Handy Bibliographical Guide to the Teaching of Modern 
Languages. (London 1895, Camb. Univ. Press) 

Bahlsen and Evans. New Method of Teaching Modern Languages. 
Teachers College Record, May 1903 

Brebner, Mary. The Method of Teaching Modern Languages in Ger- 
many. (Macmillan) 

Gouin, F. The Art of Teaching and Stud3'ing Languages. (Boston 
School Book Co.) 

Marcel. The Study of Languages. (Appleton) 



The examinations for the renewal of college graduate limited 
certificates will be held each year in May and in August. The 
May examination will be held in New York, Albany, Syracuse 
and Buffalo, and at such other places as may from time to time be 
designated, in connection with the licensing examinations for en- 
trance to the professions of law, medicine, dentistry, veterinary 
medicine, pharmacy, and nurse training. The August examina- 
tion will be held at the various colleges in the State where sum- 
mer courses are conducted covering wholly or in part the course 
of work outlined in this syllabus. 

The dates for the May examination up to 1 910 and for the 
August examination in 1907 are: 

igoy igo8 igog igio 

May 23-24 21-22 20-21 26-27 

August 19-20 

DAILY PROGRAM 

Morning Afternoon 

9 15 i'i5 

1st day Psychology History of education 

2d day Principles of education Methods 

Candidates desiring to enter any of these examinations should 
communicate with the Department at least two weeks before the 
date set, specifying the subjects in which they wish to be exam- 
ined. 



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